The effect of cooperative learning strategy on developing positive thinking for sixth graders in the southern region (Published)
The study aimed to build a cooperative learning program and measure its effect on developing positive thinking for sixth-grade students in the Southern Ghour region. The study members were randomly chosen from the sixth grade students in the southern Jordan Valley orbit. The number of study personnel reached (70) students, and the sample was divided To two groups: control, and experimental, distributed on (17) students of the control group in pre and post measurement, (17) students of the control group in pre and post measurement, (13) students of the experimental group in pre and post measurement, and (23) students of the group Experimental in pre and post measurement.The scale of positive thinking was distributed to verify the significance of honesty and consistency, and to build a cooperative learning strategies program in (20) session sessions (45 minutes) and the program was applied to the experimental group with (4) sessions for female students and (4) sessions for students. The program lasted five weeks. After completing the application of the program, a dimensional measurement was made for the control and experimental groups. The results of the study showed that there were no statistically significant differences at the level of significance (α ≤0.05) between the average score of the sixth primary students in the experimental group and the control group in the post-positive thinking test due to the use of the training program for cooperative learning and the absence of statistically significant differences on the level of significance (α ≤0.05) in developing dimensional positive thinking attributable to the interaction of program and gender variables
Effects of Authentic and Jigsaw Ii Learning Techniques on Students Academic Achievement in Mathematics (Published)
This study aimed to identify the effects of authentic learning technique (Experimental group 1, n = 42), Jigsaw II technique (experimental group 2, n = 42) and instructional teacher-cen-tered learning method (control group, n = 38) on students academic achievement in mathematics. The sample was drawn through simple random sampling technique. In this research, “pre-test/post-test with control group experimental design” was used. The data was collected through a forty item multiple choice objective test on mathematics which were tested for goodness of fit using the big step soft-ware. The internal consistency which was determined with cronback alpha was 0.72 while two research questions directed the conduct of the work. The data collected through the pretest and post test were analyzed by using the independent samples t-test with SPSS. The statistical analyses revealed that there were significant differences between the experimental and control groups in terms of academic achievement of students. It was recommended including others that students should be informed on the purposes of Jigsaw II and authentic learning qualities that the students should have.
This paper points out factors affecting group work efficiency. Group work is considered one of the techniques that is centrally practiced in the communicative method as well as student-centered approach. The questioning area of such a practice is that whether or not it is highly effective in learning. This study is carried out to measure three factors which are possibly not in a consensus among teachers. They are time allotted, the number of group members and types of duties given to the group to perform. Methodology used in the study is a mix of qualitative and quantitative method. A survey design is implemented to explore teachers’ perceptions of group work. Data are collected by questionnaire submission to teachers in order to explore their perception on the three variables. A procedure was carried out by taking teachers’ feedback in form of questionnaire to reveal their experience with group work. Results show that teachers prefer to the traditional group work formation. They give enough time fir groups and extend the time to complete the tasks. They also prefer to form larger groups of 4 or 5 students.
Implementation and Perspectives of a Content-Based Instruction Course in an EFL Context. (Published)
This paper reports on the design and implementation of the course “International and Business Etiquette” through content-based instruction (CBI) in an EFL classroom. It also examines learners’ perceived effectiveness regarding both content and language learning in this course. Seventy Taiwanese EFL learners participated in this study. Task-based activities aiming at enhancing different language skills and content knowledge learning were implemented. Evaluation sheets, questionnaires, and semi-structured interviews were employed to elicit learners’ responses. The results revealed students’ positive feedback not only on the part of the content knowledge, but on their improved language abilities. Positive responses were also reported on students’ gains from cooperative learning, their boosted confidence and reduced anxiety in the target language use. The findings suggested that CBI instruction in EFL context is feasible and can work effectively in promoting both content and language learning with deliberate implementation. Other findings, suggestions and pedagogical implication will also be discussed.
EFFECT OF COOPERATIVE LEARNING STRATEGY ON STUDENTS LEARNING EXPERIENCE AND ACHIEVEMENTS IN MATHEMATICS (Published)
The study investigated the effects of traditional instruction, cooperative learning jigsaw II and cooperative learning Student Team Achievement Division (STAD) Models on students’ learning experience and achievement in mathematics. The study analyzed differences in students’ scores on learning experience and differences in mathematics Achievement under the three mentioned experimental conditions. One hundred and Twenty SS II students selected from ten Senior Secondary Schools in Etche and Omuma Local Government Areas of Rivers State using the proportionate stratified random sampling technique constituted the sample for the study. Repeated measures ANOVA design was used for the study. Thirty intervention lessons (ten in each condition) were delivered during the six months intensive class lessons. Learning experience measure and Achievement test in mathematics were administered at the end of each phase. The results of the repeated Measure Analysis of variance (ANOVA) showed significant differences between students scores on learning experience measure across three experimental conditions. Similarly the ANOVA results also reveal that there was a significant difference in achievement scores in favour of the cooperative learning conditions. Finally cooperative learning enabled learners to receive positive feedback from the process of thinking, enhances students’ academic achievement better than the traditional instruction and promotes group interactive learning experience. It is therefore recommended among others that to encourage teachers who want to implement cooperative learning in their regular classroom lessons, workshops should be organized where the benefits of cooperative learning strategy will be showcased.
This experimental study investigated the effects of group size on students’ mathematics achievement in small group settings. Two third year classes studying General Art were selected from two schools in the Central Region of Ghana for the study. The rational for the selection of these classes is that traditionally these have been classes whose students do not show interest in the study of mathematically based subjects and that they might not be very much different in mathematics performance. The two classes constituted the control and experimental groups respectively and consisted of 50 students in the control group and 47 in the experimental group. The experimental group was subdivided into 12 groups made up of groups of 3 members, groups of 4 members and groups of 5 members using stratified and simple random sampling. The students’ pre- and post-test scores served as the data for the study. The results showed that after approximately 12 weeks, students’ who were instructed using small group cooperative learning achieved a significantly higher scores on the achievement posttest then those taught by the conventional method of instruction. However, the study also revealed that there was no statistically significant difference in the mean scores of the three subgroups of the experimental group. The study therefore support that, group size is less important in what the group actually does